Year: 2016
Type: article
Study design: Observational Study
Abstract: Education reformers are calling for increased accountability for the nation's public schools.Teacher evaluation has experienced a shift in focus from what teachers do to accomplish the task of teaching to student growth as a result of what teachers do in the classroom (Achieve, Inc., 2007).Additionally, a connection between teacher job satisfaction and quality of education in the classroom has been identified (Hall, Zinko, Perryman, & Ferris, 2009).The purpose of this quantitative study was to determine if increased accountability measures found in the Ohio Teacher Evaluation System (OTES) impacted teacher job satisfaction.The research was conducted through a three-part survey which included a demographic section, questions from the Teacher Job Satisfaction Questionnaire, and questions specifically related to the OTES.The survey was sent to Ohio K-12 public education superintendents and principals to be forwarded to teachers.Survey participation was voluntary and all participants were anonymous.A total of 290 completed responses were submitted.Pearson Product-Moment Correlations were performed on the data.The data suggested the OTES did not significantly impact teacher job satisfaction.Additionally, the findings indicated components of the OTES did not significantly impact teacher job satisfaction.A disparity was found between the data and open-ended comments made by the participants.Recommendations for future research include accessing a statewide database to increase the size of the sample and conduct the study again in the future to determine if the results were due to the design of the OTES or to change in general.faculty for creating a seamless and dynamic doctoral program in addition to a warm and supportive academic environment.I would like to thank Phillip C. Downing, my son and Table Editor for his generosity of time to review my work and teach me wonderful shortcuts and time saving techniques.My son William was extremely helpful with technology during the survey process.A special thank you goes to Diana Malone, my friend and co-worker for her tireless and meticulous efforts in proofreading my dissertation.Rachel Dortin, TA in the Ed.D program, provided critical feedback during the final drafts of the dissertation writing process.Her fresh and discerning comments allowed for a more satisfying final draft.Last but not least, I would like to thank my family and friends for their unwavering support.My parents, Ernest and Celia Risner provided encouragement and financial support throughout the process.Thank you to my husband, Phillip H. Downing for taking
Author: Pamela Risner Downing
Institution: University of Findlay
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2344968243